Professor John Fischetti

Teaching the teachers

Teaching and leading in the innovation age. Professor John Fischetti promotes learning equity to enable educational success of all children.

The University of Newcastle's School of Education is recognised as one of the best in Australia and among the top 1.5% in the world. We are committed to producing great educators who can
inspire and impact every child to discover and develop their full potential. Our purpose is to:

…develop the next generation of teachers, leaders and scholars to guide the future of education across Australia and the world. Through the academic excellence of our programs; and a commitment to equity, diversity and innovation in our research and teaching; we strive to contribute to the continued
development of a just, fair and healthy society. Our staff is committed to effective partnerships with schools, early learning centres, community members, researchers and policy-makers to assist in promoting research and informed practice in all aspects of education. We prepare graduates who use their
knowledge, skills and dispositions to transform lives and help communities thrive (School of Education Vision Statement, 2015).

"We need to be better preparing teachers so that kids actually master content and skills rather than just filling in the time at school and taking tests," Professor Fischetti says.

The University of Newcastle is committed to impacting our region, Australia and the world by preparing new teachers, leaders and scholars who are drivers of educational change and equity for all learners. As a post-industrial community with a vibrant and diverse heritage dating back 60,000 years, Newcastle
is the perfect location to study education and to be part of the transformation of teaching and learning for the innovation age.

The challenges confronting educators in Australia are echoed in school systems and teacher education programs around the world, and Professor Fischetti has outlined the 5 Key Global Trends (and Opportunities) in education that we need to be cogniscent of. Full article:

Choice isn't always democratic
- Think tanks and policymakers are pushing for choice in the market, including rapid implementation of vouchers and charters. Their rhetoric espouses that public schools are managed by stubborn teachers' unions and large bureaucracies that have lost their way. In effect, vouchers can be used as a tax
deduction for the wealthy that reimburse them for attending private schools. Charters are being gobbled up by private companies leading to for profit educational centres run as franchises, with results in many places that are no better and even worse than traditional public schools in the same postal
codes (Global Research, 2014).

We've created testing instead of learning centres
- the rise of high-stakes testing has led to many schools 'teaching to the test'. "Continuous test preparation minimizes teaching time and becomes a self-fulfilling destiny for children who are poor or who learn differently."

A misuse of value-added measures
- Since high-stakes accountability took hold in the United Kingdom, the United States, and Australia, educators have clamored for a long-term lens through which to view student performance rather relying on oneyear increments. "Value-added," which attempts to project an individual student's state test
scores for a current year from past results, has increasingly become the baseline used to judge teachers and schools under the Obama administration's Race to the Top initiative. Value-added can be used to compare a learner's growth over time; however, its limitations are striking (Condie, Lefgren, &
Sims, 2014).

This is an international movement
- international think tanks and the global economic and educational marketplace now govern the direction of school reform

This is about privatisation of the public space
- the idea that governments can't "get it right" is leading to the privatisation of schools along with utilities and roads.

As a strong advocate for educational equity, Professor Fischetti believes that we must prepare young people to work together to create knowledge or solve problems to improve the human condition. A reframed curriculum with an equity agenda can enable human capacity for the collaborative, global innovation
age that demands not only advanced literacy, numeracy and technology skills but care, compassion, love, and inspiration.

Career Summary

Biography

Working inside school reform, revamping teacher education and rethinking leadership preparation over the past thirty years, Professor John Fischetti brings a divergent set of experiences to The University of Newcastle. As Head of School of one of Australia’s largest schools of education, he and the staff are committed to partnering with schools and the community to provide quality learning and teaching for all students. What drew Professor Fischetti to Newcastle is the relevant and exciting opportunity to be part of a Faculty who are serving a region at a significant time in its evolution from an industrial giant to an innovation age, education-based society. And the quality of teachers, leaders and the research to support both are vital for this evolution, the future success of Newcastle and all urban areas in the world.

In addition to his role as Dean, Professor Fischetti has extensive senior leadership and senior faculty experience across several American universities. He served as Department Chair and Doctoral Program Coordinator at the University of North Carolina at Wilmington and as Professor and Program Coordinator at the University of Louisville, Kentucky, as well as at the University of Massachusetts at Amherst.

Professor Fischetti received his doctorate in education in professional development, school reform and educational leadership for change in 1986 at the University of Massachusetts at Amherst. Previously he completed Master's work in Secondary Education and holds a BA in Economics and American Government from the University of Virginia. Professor Fischetti holds his teaching certificate in secondary social studies and has taught high school history, economics and political science.

Prior to coming to Newcastle, he served as Dean and Professor of Educational Leadership at the College of Education and Human Development at Southeastern Louisiana University in Hammond, Louisiana.

Research ExpertiseProfessor Fischetti’s key research interests include: School Reform Preparing Leaders for New Roles/Responsibilities Secondary Teacher Education Global Educational Issues Curriculum, Instruction and Assessment Technology and Education Research in Teaching and Learning.

Administrative ExpertiseIn addition to his role as Dean and Professor of Educational Leadership at Southeastern Louisiana University, Professor Fischetti has extensive senior leadership and senior faculty experience across several American universities. He served as Department Chair and Doctoral Program Coordinator at the University of North Carolina at Wilmington and as Professor and Program Coordinator at the University of Louisville, Kentucky, as well as at the University of Massachusetts at Amherst.

CollaborationsThere are three major levels of interest: (1) What occurs when a teacher designs a lesson and teaches it so well that students 'get it,' "master it,' or 'learn it?' Where did the teacher learn how to do that? In a university course? By watching others? By making it up herself? (2) How can school leaders and teacher educators empower more of (1)? (3) Since society is built upon inequities both in access and opportunity for educational success, how can state/national/international leaders promote (1) and (2) without creating further achievement gaps through the establishment of elite, select or other kinds of schools that perpetuate the status quo?

The School of Education recently launched the Global Learning Equity Network (GLEN). GLEN's goal is to build new international frameworks for teacher education based on combining the areas of “learning” and “equity.” Too often these domains have been separate discourses in our programs. GLEN is developing new ways to conceive international frameworks for building learning leaders. The theme of the group is that “every child deserves the education that is right for them (him or her).”

This is a different model than in the past where teachers primarily designed lessons and structures around a didactic assumption about learning and teaching. The dynamic nature of learning in the innovation age requires a new approach to preparing teachers.

We need a different kind of teacher for a different kind of school.

Qualifications

Doctor of Education, University of Massachusetts

Bachelor of Arts, University of Virginia - USA

Keywords

Assessment

Curriculum

Curriculum, Instruction and Assessment

Education

Educational Leadership

Equity

Learning education

Pedagogy

Professional development

School Administration

School reform

Secondary school teacher education

Teacher education

Teaching & Learning

Technology and Education

educational policy and practice

interdisciplinary teaching

pedagogy

professional development

teacher dispositions

teacher/school accountability

Fields of Research

Code

Description

Percentage

130106

Secondary Education

50

130313

Teacher Education and Professional Development of Educators

50

Professional Experience

UON Appointment

Title

Organisation / Department

Professor

University of NewcastleSchool of EducationAustralia

Academic appointment

Dates

Title

Organisation / Department

1/01/2012 - 31/12/2013

Membership - Louisiana Believes Advisory Committee

Louisiana Believes Advisory CommitteeUnited States

1/01/2012 - 1/06/2013

Dean

Southeastern Louisiana UniversityCollege of Education and Human DevelopmentUnited States

1/01/2012 - 1/06/2013

Dean and Professor of Educational Leadership

Southeastern Louisiana UniversityCollege of Education and Human DevelopmentUnited States

1/01/2008 -

Editorial Board - Journal of STEM Education: Innovations and Research

Journal of STEM Education: Innovations and ResearchAustralia

1/07/2007 - 1/12/2011

Professor

University of North Carolina WilmingtonDepartment of Education Leadership; Watson School of EducationUnited States

1/01/2006 - 31/12/2011

Editor - Journal of Effective Teaching

Journal of Effective Teaching Australia

1/07/2001 - 1/06/2007

Inaugural Chair

University of North Carolina WilmingtonDepartment of Education Leadership; Watson School of EducationUnited States

1/07/2001 - 1/06/2007

Professor and Chair

University of North Carolina WilmingtonDepartment of Education Leadership; Watson School of EducationUnited States

University of Louisville Distinguished Teaching AwardUniversity of Louisville, Kentucky

Invitations

External Reviewer - Departments

Year

Title / Rationale

2009

ReviewerOrganisation: North Carolina Department of Public Instruction
Description:
Reviewer of STAR proposals for the Department of Education.

External Reviewer - Programs

Year

Title / Rationale

2009

State reviewer Organisation: North Carolina Department of Public Instruction
Description:
State reviewer for new teacher education programs for North Carolina
Department of Public Instruction reviewed 26 proposals in middle and high school social studies.

Keynote Speaker

Year

Title / Rationale

2011

Keynote PresenterOrganisation: Regional Conference of School Partners on Future of Education in North Carolina
Description:
Keynote Presenter, Regional Conference of School Partners on Future of Education in North Carolina

1997

Keynote PresenterOrganisation: Jefferson County High School Institute
Description:
Keynote Presenter, Jefferson County High School Institute. Topic: High Schools For the 21st Century.

Speaker

Year

Title / Rationale

2011

Convocation Speaker, UNCW Fall ConvocationOrganisation: University of North Carolina Wilmington
Description:
selected by students

Fischetti JC, Kirylo JD, 'The looting of the American dream: The Post-Katrina rubble of public education in Louisiana', Only in New Orleans: School Choice and Equity Post-Hurricane Katrina, Sense, Rotterdam 277-284 (2015) [B1]

Lyons N, Stroble B, Fischetti JC, 'The idea of a university in an age of school reform: The shaping force of professional development schools', Professional development schools: Policies, practices, and politics, Teachers College Press, New York (1997) [B1]

Fischetti JC, Dittmer A, 'A second career program utilizing part-time teaching positions', Technical talent from the military and industry, Monograph of the proceedings of the National Executive Service Corps conference, New York . (1990) [B2]

Journal article (40 outputs)

Year

Citation

Altmetrics

Link

2017

Lloyd A, Smith M, Dempsey I, Fischetti J, Amos K, 'Short- and medium-term impacts of the Just Like You disability awareness program: A quasi-experimental comparison of alternative forms of program delivery in New South WalesÂ¿ primary schools', Australian Journal of Education, 61 288-304 (2017) [C1]

Gates L, Fischetti JC, Moody A, 'Implementing and monitoring the response to intervention process: The special educator perspective', Journal of the American Academy of Special Education Professionals, Winter 2013 20-47 (2013) [C1]

2013

Fischetti JC, Schilchting K, Williams J, 'The common core may not be for the
common good: A whole-child approach to school improvement', Journal of Teaching, Learning, and Research in Educational Leadership, 4 Online (2013) [C2]

Fischetti J, MacKain S, Smith R, 'Mr Watson, come here...: The performance of early college students in their first year at the university and the challenge to P-16 education', IMPROVING SCHOOLS, 14 48-64 (2011) [C1]

Fischetti JC, Smith R, 'Introduction to the special issue on transforming the American
high school: The premise and promise of small learning communities', Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, Special Edition, 85 259-263 (2010) [C3]

2010

Fischetti JC, Smith R, 'Transforming the American high school: The premise
and promise of small learning communities', The Peabody Journal, Special Edition, 85 (2010) [C1]

Allen D, Fischetti JC, Maloy R, 'Considerations on the establishment of a New Jersey teacher academy: A teacher preparation/teacher renewal alternative', State of New Jersey Commission to Improve Teacher Education for in-state use (1984) [R1]

Total current UON EFTSL

Current Supervision

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2018

PhD

A Study of Improving Quality Teaching and Student Learning in Arts-based Subjects at Knox Grammar School Through the Implementation of a New Professional Learning Model

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2017

PhD

An Analysis of Contemporary Prep Practices of Australian Girls Boarding Schools in Years Seven to Ten. How Do the Constraints of Environment, Supervision and Timing of Prep Correlate to the Learning Styles of Boarding Students?

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2017

Masters

Cognitive Coaching Techniques that Change Worldview and Help Leaders Self-Direct and Succeed while in an Environment that Discourages Questioning and Evaluation

M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2017

Masters

Education for Learning Equity: Interventions to Support Student Reengagement in High School Education in the Innovation Age

M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2017

PhD

A Study of Australian Secondary School Teachers Implementing the New Digital Technologies Curriculum

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2017

PhD

Teachers' Leadership in the Use of Information and Communication Technology Within Deaf and Hard of Hearing Education: An Exploration of an e-Learning Framework to Enrich Student Learning Achievement and Social Development

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2017

PhD

Aiming for Teacher and Student Excellence: The Confluence Between Professional Learning, Curriculum and Teacher and Student Performance

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2017

PhD

An Evaluation of 'Best Practice' Models of Improving Resilience and Well-being in Adolescents

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2017

PhD

The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive?

PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2016

PhD

Translating Australian special education policy into inclusive practice

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2016

PhD

Children's Development of Strategising and Positive Dispositions in Music and Mathematics: Implications for Learning in the Primary Classroom

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2016

PhD

Community Participation in Managing Marginalised Public Schools as an Implementation of Education Policy: A Study to Identify Patterns of Student Engagement/Achievement/Motivation Over Time and at Different Stages in Primary School High School and Beyond

PhD (Education), Faculty of Education and Arts, The University of Newcastle

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2014

PhD

School Leadersâ Perceptions of the Drivers and Impediments to Site-Based Innovation

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2014

PhD

To study the Feasibility of Alternative Models to support School Education in the 21st Century: Possible ways forward using business model thinking

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2014

PhD

An Analysis of the Ideology behind Political Islam and Ramifications for Contemporary Western Inter-Governmental and Inter-Ambassadorial Relations with the Arab World: Ramifications for Diplomatic Training.

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2014

PhD

Negotiating the labyrinth: women in higher education leadership in Vietnam and Australia

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2013

PhD

A Study of First-Year Retention and Engagement in a Health and Physical Education Teacher Preparation Program

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

2012

Masters

The Correlation of School Leadership Behaviours with Student Educational and Career Aspirations

M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle

Co-Supervisor

Past Supervision

Year

Level of Study

Research Title

Program

Supervisor Type

2017

Masters

The Impact Strategy Instruction has on Children with a Deficit in the Phonological Loop of Working Memory and a Reading Disability

M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle

Principal Supervisor

2016

PhD

The Trajectory of Universal Primary Education and Educational Decentralization in Tanzania 1961-2015: A Nyererean Perspective

PhD (Education), Faculty of Education and Arts, The University of Newcastle

Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.